Local Offer

THE SETTING:

Blossoms Private Day Nursery Ltd was registered in 2006. It is a full day care provision open for 51 weeks of the year and is currently registered for 78 children. The nursery is a purpose designed quality two-storey building. It has been professionally planned to a very high standard, with the needs of the children and their parents/carers being of paramount importance to the team. Blossoms is a professionally run childcare and education establishment with the Proprietor having over thirty years’ experience in early years education and health, working as a fully qualified Registered General nurse, Registered Sick children’s nurse, Registered Midwife, Health visitor and Senior Lecturer in childcare.


The Manager and Deputy Manger supervise the day-to-day running of the setting and also undertake key roles such as SENCO, nominated Safeguarding officer and PICO. We also have a third person in charge a “Lead Practitioner” who will also support staff in respect to the identification and administration of appropriate training and practice development.


Regular Staff meetings contribute to the effective sharing of ideas, new legislation and current thinking and research in childcare. Staff are passionate about the provision of quality in their care and support for children, their families and the wider community.



ACCESSIBILITY AND INCLUSION:

Blossoms nursery prides itself on the practitioner’s ability to monitor, evaluate and plan the continued development of the educational provision to address issues of diverse needs, increase access for disadvantaged groups, secure the entitlement of all children and raise achievement and standards across all age groups of children accessing the provision. In respect to this:

  • We have adequate parking to the front of the building, and a side entrance with wheelchair access i.e. ramp. The setting is on two levels. So, we would try to accommodate any mobility needs the best way we could such a providing a removable ramp to access the indoor classroom area and also offer an alternative entrance through an oversized, wheelchair friendly approach.

  • Policies and procedures are displayed in our ‘Reception Area’ for parents to browse at their leisure. These include, but are not limited to, our Senco, Equal opportunities, Inclusion, Safeguarding, Personal hygiene, Manual handling and the Administration of medicine policies.

  • Our website also contains detailed information about our setting’s mission statement and goals.

  • Signs around our setting are displayed in different languages to support multi-lingual children.

  • Resources are available for children who do not use English as their first language, and additional resources can be ordered by us on admission to nursery to meet a child’s/family’s individual needs and requirements.

  • Staff are confident in how they support children with additional needs and any additional training will be provided at any time required.

  • Signs/pictures can be used to support the routines of children in the setting and provision mapping is in place to ensure that the setting is used to its’ full potential to support children with Special Educational Needs and Disabilities (SEND).

  • Management and staff work closely with professional agencies regarding children with SEND such as Autism, Downs syndrome and Speech and Language difficulties.

  • Staff have access to a range of resources to support their understanding of SEND and these are updated and reviewed regularly to ensure compliance with up-to-date information and any amendments in legislation.

  • We have access to translation services, to ensure that all nationalities have access to the setting information as required.

  • Resources throughout the nursery support the children’s knowledge and understanding of different cultures, nationalities, gender and background, these therefore support and reinforce respect for others in their community and beyond. This includes positive role modelling from the staff.

  • We develop positive relationships with parents and share information and any concerns as soon as they become evident.

  • We work as part of the inter-disciplinary team and being mindful of GDPR, share information across the teams as appropriate to support children and their families.

  • We value all children and all children are treated equitably within the setting, regardless of needs or disabilities.


IDENTIFICATION AND EARLY INTERVENTION:

At Blossoms we consider ourselves to be well placed to provide a safe environment where parents, staff and children can learn about each other’s differences and similarities and learn to emphasise and value each other early on in their life experiences. In order to achieve this:

  • Staff are constantly observing, assessing and planning for the needs of their ‘Key Children’. Needs, which are identified early to ensure that children are given a high level of support before their entry to school.

  • Parents are encouraged to speak to practitioners on a regular basis and to share information regarding their child’s development, so that the correct support can be put in place as early as possible.

  • A ‘2-year check’ is in place to assess each child before their entry into the Pre-school room.

  • ‘Parents evenings’ are held at least annually, so that the Key person can share a child’s progress with their parents and discuss any concerns that a parent may have. These concerns are always taken extremely seriously and parents participate in all aspect of support afforded to their child.

  • Online Learning journal “Tapestry” is used and termly tracking of all the children is carried out by the Registered Manager. This information is shared regularly with the appropriate staff.

  • The setting’s SEND policy is followed closely and the setting is confident in working with the local authority to request the most effcetive type of support which a child may need.

  • The SENCO works closely with the Key person to support them in implementing “Individual Education and Health Care Plans” for children who we identify as needing additional support.

  • Parents are fully supported during these procedures and are included in all decision making. Wherever possible the child’s view is sought when putting strategies in place, ensuring that their opinion and likes/dislikes are fully respected.

  • Nursery staff have worked hard to establish effective relationships with the local schools and share information with the school staff, (with parent’s consent) to solicit a secure transition.


TEACHING AND LEARNING PART 1 – PRACTITIONERS AND PRACTICE:

At Blossoms we understand intuitively that highly effective practitioners can have an enriching effect on the daily lives of all children and their lifelong education and career aspirations. Therefore, in our setting:

  • Each child is supported by their own ‘Key Person. The role of the Key Person is to support their ‘Key Children’ by observation, assessment and planning to identify if the child’s development and progress.

  • Baseline assessments are carried out on the child’s entry to nursery, or after the transition to a new room.

  • Provision mapping is used to ensure that the environment is accessible to all and resources are suitable to meet the needs of all children.

  • Enhancements/additional resources may be purchased if the SENCO/Key person feels that this would be beneficial for any individual child

  • Activities can be differentiated to meet the needs of a particular child and all activities planned are done so with a child’s interests in mind.

  • Photos are placed in areas around the nursery which allow children to make choices about activities they wish to participate in. We believe that at Blossoms children have a strong voice within the curriculum and their education.

  • Staff attend courses which offer them support with regards to certain needs that a child may have, allowing them to assist the child confidently in the setting.

  • All staff are conversant with relevant policies and procedures to support children with SEND. These are reviewed annually, or more often as necessary and staff are involved in the revision process. This ensures they have a comprehensive understanding at all times.


TEACHING AND LEARNING PART 2 – PROVISION AND RESOURCES:

At Blossoms we are mindful of providing a range of quality resources to support all children’s needs and requirements, especially in respect to championing Communication and Interaction, Cognition and Learning, Social, Mental and Emotional Health and Sensory and /or Physical development. In respect to this:

  • The setting works closely with the AIS (Additional Inclusion Support) Team to ensure all children’s special educational needs are met. Other agencies such as Speech and Language Therapists, Paediatrician, Education Psychologist, specialise Nursing teams etc. work closely with the setting’s SENCO and practitioners and spend time in the setting, helping staff to develop strategies to support children and implement them within their Individual Education and Health Care Plan.

  • We try to ensure that trips outside of the nursery are accessible to all children, with additional staff being included when necessary. Trips are assessed beforehand to ensure that they are accessible for all children or can be differentiated to include all children.

  • The manager is qualified up to Level 5 in Early Years and is always available to share her expertise with other practitioners should they require extra support.

  • Staff members have also accessed supplementary training to support children with additional needs such as: supporting children and their families with SEN, Makaton, Baby sign Training and the use of PECS.


TRANSITIONS:

Research suggests that transitions are central to young children’s development and emotional wellbeing, and the way in which the first transitions are handled could have a significant impact on the child’s capacity to cope with change in the short and long term. Early years practitioners at Blossoms ensure children are fully supported through these key transitions and plan for them appropriately. This is achieved by:

  • Settling in visits are offered to all new children when starting nursery. These are free of charge and are extended for as long as the child needs, in order to feel comfortable and confident.

  • Parents are welcome to stay with the child initially; however, it is beneficial to leave the child at the setting on one of their inductions, so that they are then fully prepared for what to expect when they start nursery.

  • Information is gathered from parents/guardians in respect to the child. A learning journal “All about me” is instigated so that the Key person can get to know and understand the child and to plan for their individual needs and interests.

  • Transition into a new room are planned with staff and parents and is gauged on when the child is ready to make the transition, based on their development and confidence.

  • Meetings are held between Key persons to exchange information about when a child is ready to begin the transition process. At this stage a transition handout is completed from the new key person on their ‘visits’ into the next room, to ensure that the child is settling capably.

  • Parents are encouraged to come into nursery to see the child’s new room and also meet the new key person for their child, prior to a full transition. Parents are kept fully informed of the transition process so that they can support the child with this at home, as it is recognised that this can be a very unsettling time for the child.


STAFF TRAINING:

Regularly updating practitioner’s continuous professional development is highly important when working in the early year’s sector. The management team at Blossoms have the responsibility to ensure the team continuously refresh their skills to guarantee outstanding practice is demonstrated in all areas of the provision. It is effectively researched that staff training and development has an impact on the setting and the children’s learning and development therefore, cascading information from training sessions to other practitioners can help retain quality practice. At Blossoms:

  • In order to keep up to date with current changes, whether this be legislation or changes to practice, practitioners must attend regular training sessions to meet any new requirements.

  • All staff must have a recognised early years qualification and have a current clear DBS.

  • Staff have to maintain the mandatory training which includes Safeguarding, CAF & CON, Food hygiene and paediatric first aid.

  • Staff must complete and maintain a Training file of qualifications and experience, which must be relevant and up-to-date at all times.

  • Staff training is reviewed at the annual appraisal and an action plan developed to ensure training is achieved and effective.

  • All training is disseminated at the regular staff meetings, to ensure good practice is circulated across the team.

  • When taking on additional roles, appropriate training must be taken.

  • The management team have the responsibility to oversee all training, in order to ensure that the most effective skill mix across the team and that any gaps in training are identified.


FURTHER INFORMATION:

Further considerations include:

  • Parent’s evenings are held at regular intervals to allow parents/guardians to be kept up to date on their child’s progress.

  • We have invested in an on-line system to support children’s development and learning, with appropriate tracking of data on development. This is regularly shared with parents.

  • We have an active website and Facebook account, which updates parents regularly on events and initiatives within the nursery.

  • We have an ‘open door policy’ which allows parents to come into the setting whenever they desire.

  • We have a WOW wall which parents can contribute to celebrate their child’s achievements.

  • In our 0-2-year-old areas, all children will have daily sheets to take home to inform parents of what they have been engaged in, sleep times, nutrition and personal hygiene needs etc.

  • Each child has their own profile on tapestry in which parents can contribute to through the tapestry app with their own observations, pictures and comments on their own child’s progress, interests and achievements.

  • Questionnaires are handed to parents on an annual basis giving them the opportunity to anonymously make comments/compliments regarding the setting and asking for any improvements which they feel we could make.

  • A suggestion box captures parents’ comments.

  • Parents are encouraged to speak to the management team about any concerns or compliments they have to offer, utilising the open-door policy.

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